Statues (was Frustrations)

Miriam L. Mueller

Message 46844 · 17 Nov 2006 17:08:02 · Fixed-width font · Whole thread

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In getting the phrasing of a figure right, I prefer what many of
my teachers have done: have us walk the figure, to count, bar by bar,
noting where we are.
This feels more constructive than checking to see if the dancer
is in the correct place. Also, since a lot of my learning is kinetic, it
helps me more to get the positioning accurate by experiencing it from the
start of the figure, rather than by correcting where I am part way
through.
Just an observation -
Mimi/Miriam Mueller San Francisco

On Thu, 16 Nov 2006 17:21:44 EST Xxxxx1Xxxxxx@xxx.xxx writes:
>
> Sophie wrote:
>
> how about stopping the music at random (well, at the end of a bar)
> in the
> middle and
> telling the class to freeze when the music stops? Then you can point
> out who
> is where they should be and who is counting too fast/too slowly, or
> better
> still let them tell you if they think they're in the right
> place/ahead/behind
> at that point. Has anyone tried something like that? Does it
> work?"
>
> I've occasionally done something like this when working on opposing
> reels of
> three (as in Mrs. Macleod). This is not with music, but while
> dancers are
> walking to my count: 1-2-3-and- etc. I might say STOP after one
> bar, and ask
> them to take a look where they are. In this case, I hope they
> discover that
> they are not all lined up (covering), unlike in parallel reels.
>
> Now whether they find it fun (as Pia asked) is another matter
> entirely :)
>
> Chris.
>
>

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